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This reading practice simulates one part of the IELTS General Reading test. You should spend about twenty minutes on it. Read the passage and answer questions 27-40.

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Invasion of the Robot UmpiresA few years ago, Fred DeJesus of Brooklyn, New York, became the first umpire in a minor-league baseball game to work with the Automated Ball-Strike System (ABS), commonly called the robo-umpire. Rather than decide for himself whether a pitch was a strike*, DeJesus receiv...
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Questions 27-32
Do the following statements agree with the information given in the reading passage? In boxes 27-32 on your answer sheet, write

YES   if the statement reflects the claims of the writer
NO   if the statement contradicts the claims of the writer
NOT GIVEN   if it is impossible to say what the writer thinks about this

27. When DeJesus first worked with ABS, he shared decision-making about strikes with it.

28. MLB considered it necessary to change the size of the strike zone when criticisms were received from players.

29. MLB is eager to justify the money spent on improving the accuracy of ABS's calculations.

30. The hundred-mile-an-hour fastball produced a more exciting style of play.

31. The different proposals for alterations to the baseball bat led to fierce debate on Sword's team. 32.ABSmakes alterations to the shape of the strike zone feasible.

The answer is NO because the statement contradicts the passage. The key evidence is: "Rather than decide for himself whether a pitch was a strike*, DeJesus received the decision through an earpiece linked to a modified missile-tracking system.". This evidence gives a different meaning from the question statement, so the statement is not correct.

Associated Text:
Rather than decide for himself whether a pitch was a strike*, DeJesus received the decision through an earpiece linked to a modified missile-tracking system.

The answer is YES because the statement agrees with the passage. The key evidence is: "When robo-umpires arrived, however, those arguments disappeared.". This evidence says the same thing as the question statement, so the statement is supported.

Associated Text:
When robo-umpires arrived, however, those arguments disappeared.

The answer is NOT GIVEN because the passage does not give enough information to confirm the statement. The closest relevant evidence is: "MLB responded by adjusting the dimensions of the zone, and in the next year there was general agreement that ABS was highly consistent.". This may discuss a related idea, but it does not prove the statement in the question.

Associated Text:
MLB responded by adjusting the dimensions of the zone, and in the next year there was general agreement that ABS was highly consistent.

The answer is NO because the statement contradicts the passage. The key evidence is: "It reduced the game to strikeouts, walks and home runs, a pattern with little action.". This evidence gives a different meaning from the question statement, so the statement is not correct.

Associated Text:
It reduced the game to strikeouts, walks and home runs, a pattern with little action.

The answer is NOT GIVEN because the passage does not give enough information to confirm the statement. The closest relevant evidence is: "As baseball changes over time, ABS makes changes to the shape of the strike zone feasible.". This may discuss a related idea, but it does not prove the statement in the question.

Associated Text:
As baseball changes over time, ABS makes changes to the shape of the strike zone feasible.

The answer is YES because the statement agrees with the passage. The key evidence is: "As baseball changes over time, ABS makes changes to the shape of the strike zone feasible.". This evidence says the same thing as the question statement, so the statement is supported.

Associated Text:
As baseball changes over time, ABS makes changes to the shape of the strike zone feasible.

Questions 33-37
Complete the summary below.

Choose ONE WORD ONLY from the passage for each answer.

Write your answers in 33-37 on your answer sheet.

Calls by the umpire

After ABS was created, MLB continued to have human umpires announce calls, as they had done in their (33). In the past, an umpire had to make a (34) about whether a pitch qualified as a strike. A strike is a missed pitch crossing a (35) zone from roughly knee to chest height. Earlier, (36) over strike calls were common, but today everyone accepts that pushing or shoving an umpire is completely banned. One difference, however, was DeJesus's first ABS calls: the crowd reacted with (37).

A. pitch boundary B. numerous disputes C. team tactics D. subjective assessment E. widespread approval F. former roles G. total silence H. perceived area

Use F. The passage says MLB wanted human umpires to announce calls as they had done in their former roles.

Associated Text:
Major League Baseball (MLB), which had ordered the system, still wanted human umpires to announce the calls, just as they had done in their former roles.

Use D. The passage says calling a strike had required a subjective assessment by the umpire.

Associated Text:
Before this, calling a strike had required a subjective assessment by the umpire.

Use H. The passage defines the strike zone as a perceived area from the knees to the middle of the chest.

Associated Text:
If the batter did not hit the ball, a pitch passing through the strike zone - a perceived area about seventeen inches wide from the batter's knees to the middle of the chest - counted as a strike.

Use B. The passage says strike-zone calls produced numerous disputes between managers and umpires.

Associated Text:
The response was total silence.

Use G. The passage says DeJesus's first ABS calls were met with total silence.

Associated Text:
The response was total silence.

Questions 38-40
Choose the correct letter, A, B, C or D.

Write your answers in boxes 38-40 on your answer sheet.

38. What does the writer suggest about ABS in the fifth paragraph?

39. Morgan Sword says that the introduction of ABS

40. Why does the writer include the views of Noe and Russo?

(A) is incorrect. Choice A says "It is certain to make key decisions that are wrong.", but the passage evidence for the correct answer is "There was a dialogue between pitcher and umpire.". Because Choice A does not express that same idea, it should not be chosen.

(B) is correct. Choice B matches the question because "It may lessen some of the appeal of the game." is the idea supported by the passage evidence: "There was a dialogue between pitcher and umpire.". The wording may be paraphrased, but it points to the same meaning.

(C) is incorrect. Choice C says "It will cause the disappearance of human umpires.", but the passage evidence for the correct answer is "There was a dialogue between pitcher and umpire.". Because Choice C does not express that same idea, it should not be chosen.

(D) is incorrect. Choice D says "It may increase demands for the rules of baseball to be changed.", but the passage evidence for the correct answer is "There was a dialogue between pitcher and umpire.". Because Choice D does not express that same idea, it should not be chosen.

Associated Text:
There was a dialogue between pitcher and umpire.

(A) is incorrect. Choice A says "was viewed as an experiment without a guaranteed outcome.", but the passage evidence for the correct answer is "Sword says ABS formed part of a wider attempt to make baseball more exciting because executives fear losing younger fans, as horse racing and boxing have done.". Because Choice A does not express that same idea, it should not be chosen.

(B) is incorrect. Choice B says "was meant to keep up with developments in other sports.", but the passage evidence for the correct answer is "Sword says ABS formed part of a wider attempt to make baseball more exciting because executives fear losing younger fans, as horse racing and boxing have done.". Because Choice B does not express that same idea, it should not be chosen.

(C) is incorrect. Choice C says "was a reaction to changing attitudes about the role of sport.", but the passage evidence for the correct answer is "Sword says ABS formed part of a wider attempt to make baseball more exciting because executives fear losing younger fans, as horse racing and boxing have done.". Because Choice C does not express that same idea, it should not be chosen.

(D) is correct. Choice D matches the question because "was an effort to ensure baseball retained a young audience." is the idea supported by the passage evidence: "Sword says ABS formed part of a wider attempt to make baseball more exciting because executives fear losing younger fans, as horse racing and boxing have done.". The wording may be paraphrased, but it points to the same meaning.

Associated Text:
Sword says ABS formed part of a wider attempt to make baseball more exciting because executives fear losing younger fans, as horse racing and boxing have done.

(A) is incorrect. Choice A says "to show that views on technology vary widely", but the passage evidence for the correct answer is "Some players I have met also object to the robots because they believe accuracy is not the answer.". Because Choice A does not express that same idea, it should not be chosen.

(B) is incorrect. Choice B says "to argue that people hold unrealistic expectations of sport", but the passage evidence for the correct answer is "Some players I have met also object to the robots because they believe accuracy is not the answer.". Because Choice B does not express that same idea, it should not be chosen.

(C) is correct. Choice C matches the question because "to indicate that accuracy is not the same as enjoyment" is the idea supported by the passage evidence: "Some players I have met also object to the robots because they believe accuracy is not the answer.". The wording may be paraphrased, but it points to the same meaning.

(D) is incorrect. Choice D says "to suggest that the number of baseball fans has to increase", but the passage evidence for the correct answer is "Some players I have met also object to the robots because they believe accuracy is not the answer.". Because Choice D does not express that same idea, it should not be chosen.

Associated Text:
Some players I have met also object to the robots because they believe accuracy is not the answer.

Answer Sheet
1
N/A
2
N/A
3
N/A
4
N/A
5
N/A
6
N/A
7
N/A
8
N/A
9
N/A
10
N/A
11
N/A
12
N/A
13
N/A
14
N/A
15
N/A
16
N/A
17
N/A
18
N/A
19
N/A
20
N/A
21
N/A
22
N/A
23
N/A
24
N/A
25
N/A
26
N/A
27
28
29
30
31
32
33
34
35
36
37
38
39
40
ملخص الدرجات
0 / 1
Multiple Choice
Matching Sentence Endings
Note Completion
Table Completion
Flow Chart Completion
Summary Completion
Multiple Selection
Short Answer
Matching Headings
Matching Features
Matching Information
Identifying Information
Identifying Viewer Claims
Sentence Completion
Diagram Labelling
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Tips to improve your reading speed
To get a high score on the IELTS reading section, you need to have a fast reading speed. To have a fast reading speed, you need to improve your vocabulary and practice dissecting sentences. One strategy to dissect a sentence is to look for the subject and verb of the sentence. Finding the subject and verb will help you better understand the main idea of said sentence. Keep in mind, a common feature of a IELTS reading passage is to join strings of ideas to form long compound sentences. This produces large chunks that students have a hard time absorbing. Do not get overwhelmed by its length, just look for the subject and verb, the rest of the ideas will flow.

Keep in mind, having a slow reading speed makes skimming or scanning a reading passage more difficult. The process of quickly skimming through a reading passage for specific keywords or main ideas is a requirement for you to employ successful reading strategies to improve your IELTS reading score. In other words, skimming and scanning are critical skills to ensure you complete all questions in the allotted time frame.
IELTS Reading Strategies
Once you can read and comprehend a passage with a rate of, at least, 220 words per minute, you'll be ready to start implementing our strategies. All too often, students spend too much time reading the passages and not enough time answering the questions. Here is a step by step guide for tackling the reading section.

  1. Step 1: Read questions first

    One of the most common mistakes that candidates make when approaching the reading exam is reading every single word of the passages. Although you can practice for the exam by reading for pleasure, "reading blindly" (reading without any sense of what the questions will ask) will not do you any favors in the exam. Instead, it will hurt your chances for effectively managing your time and getting the best score.

    The main reason to read the questions first is because the type of question may determine what you read in the passage or how you read it. For example, some question types will call for the "skimming" technique, while others may call for the "scanning" technique.

    It is important to answer a set of questions that are of the same question type. You'll need to determine which question type you want to tackle first. A good strategy would be to start with the easier question type and move on to more difficult question types later. The Easiest question types are the ones where you spend less time reading. For example, the Matching Heading question type is an easier one because you only need to find the heading that best describes the main idea of a paragraph. An example of a difficult question type would be Identifying Information. For this question type, you'll need to read each paragraph to find out if each statement is TRUE, FALSE, or NOT GIVEN according to the passage.

    Here is a table that lists the difficulty levels for each question type. Use this table as a reference when choosing which question type you want to tackle first.

    Difficulty level Question Type
    Easy Sentence Completion
    Short answer
    Medium Matching Features
    Multiple choice
    Matching Headings
    Summary, Table, Flow-Chart Completion
    Difficult Matching Sentence Endings
    Matching Information
    Identifying Information (TRUE/FALSE/NOT GIVEN)
    Identifying Viewer's claims (YES/NO/NOT GIVEN)

  2. Step 2: Read for an objective

    After you've read the questions for the passage, you will be able to read for an objective. What does this mean? For example, if you come across a question that includes the year "1896", you can make a note of when this year comes up in the text, using it to answer the question later on. There are two reading techniques that will help you stay on track with reading for an objective. The first one, skimming, is best defined as reading fast in order to get the "gist", or general idea, or a passage. With this technique, you are not stopping for any unfamiliar words or looking for specific details. The second technique, scanning, is best defined as reading for specific information. With this technique, you are not reading for the overall gist, but rather, specific information. Notice how each of these techniques has a specific objective in mind. This will help you find information more quickly.

  3. Step 3: Take notes

    As you're reading for an objective, you should also be making notes on the margins of the passage, placing stars next to key information, or underlining things that you believe will help you answer the various questions. This will make it easier for you to check back when you are asked certain things in the questions. Choose whichever note-taking system is right for you - just make sure you do it!

  4. Step 4: Answer wisely

    After you've read the questions, read the passage, and have taken any appropriate notes, you you should have located the part of the text where you where you need to read carefully. Then just read carefully and think critically to determine the correct answer.

IELTS Reading Question Types

The IELTS reading test contains many different question types:

Matching HeadingsIELTS Reading Lesson: Matching Headings
Matching InformationIELTS Reading Lesson: Matching Information
Matching FeaturesIELTS Reading Lesson: Matching Features
Summary CompletionIELTS Reading Lesson: Summary Completion
Identifying InformationIELTS Reading Lesson: Identifying Information
Identifying Writer's claimsIELTS Reading Lesson: Identifying Writer's claims
Multiple ChoiceIELTS Reading Lesson: Multiple Choice
Short AnswerIELTS Reading Lesson: Short Answer
Match Sentence EndingIELTS Reading Lesson: Match Sentence Ending
Sentence CompletionIELTS Reading Lesson: Sentence Completion
Table CompletionIELTS Reading Lesson: Table Completion
 
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